第53本英文书笔记03：整体性学习之技术篇
Holistic LearningTechniques
So far you’ve learned the holistic learning strategy. This is my strategy for learning new concepts and how I believe learning actually works best. It is based on linking ideas together, using models, building constructs and understanding different types of information. The second half of this book is devoted to specific techniques that work within the holistic learning framework.
正如下象棋一样，想要下棋你首先要知道它的游戏规则。本书第一部分向你介绍学习的道，第二部分向你介绍学习的是术。
A good way of viewing the information of this book would be like playing chess.In order to play chess you first need to know the rules and basic objective of the game.The first half of this book could be seen as a similar set of rules and objectives when learning.
Once you understand the rules of chess, you then move on wards to specific strategies and plays to win the game. This is like the second half of the book which is devoted to different strategies I’ve found helpful within the rules of holistic learning.
Understanding the framework of holistic learning is the most important step in improving how you learn. Simply having techniques without the framework would make it impossible to adapt to different challenges, just as knowing chess plays without knowing the rules of the game.
有学习方法却不懂学习规律，就像知道怎样下棋却不懂游戏规则一样。
Acquiring Ideas获取信息
The first step in learning information is to acquire it. This means actually passing the information from a textbook through your eyes, optic nerve and brain. If you never see the information in the first place, or acquire it too slowly, that will put a stop to any efforts in learning.
如果你未接触信息，或者获取知识太慢，这会终结你在学习上的任何努力。
Linking Ideas联系观点
After you acquire information, the next step is to understand and explore those ideas. Understanding only the surface of information, often isn’t enough to make it stick.
仅有理解是不够的。
Handling the Arbitrary处理随机出现的信息
Arbitrary information can present a challenge when trying to learn holistically.Just how do you form links, metaphors or visceralizations with things such as:
- A list of dates.
- The scientific names of different parts of your anatomy.
- A series of steps.
- Rules and laws that have no clear basis, but still need to be followed.
- Scientific formulas that take hours to derive manually.
Normally these are situations that require memorization. Holistic learning strives to avoid rote memorization whenever possible. Instead, using metaphor, visceralization and diagraming to create models and eventually constructs is a better and faster way to use your brain.
Unfortunately there are some cases where these tools won’t work.
这些随机的信息通常是需要记忆的，但是整体性学习却要尽量避免这种死记硬背，通常使用比喻，内在化和图表法，但这些对于某些案例并不凑效。
Information that is arbitrary, or too large and complex to understand fully requires different techniques. If you find that using the linking methods won’t help you understand the material, or it simply takes too long for the amount of information you need to learn, arbitrary methods can come in handy.
These arbitrary methods hover the line between rote memorization and holistic learning. The link, peg and information compression methods may be seen as just another set of memorization techniques.However, they have been designed so that memorization can be done quickly and work the way the brain is set up to learn. If rote memorization is a blunt club and holistic learning is a scalpel, these techniques would fall somewhere around the range of a steak knife.
这些处理随机方法介于死记硬背和整体性学习之间。连接法，挂钩法和信息压缩法可能只是被当做另一组记忆技术。但是他们能够迅速记忆且符合大脑的学习方式。
Extending Ideas知识拓展
Just passing the test isn’t enough. Having an A or A+ in your subjects isn’t important if you can’t use any of the information you’ve learned. The final stage in holistic learning is application. This is where you’ve not only understood and explored ideas, but you have tested, debugged and applied this knowledge.
获得好成绩是不够的，你还必须把学到的东西应用于实践。
Fully taking an idea from the acquiring to application stage isn’t always necessary to get a good grade. But the further you can take an idea along the learning process, the more useful and memorable it becomes.
